THE ARC OF INQUIRY: GRADES 6-8

DIMENSION 1:
Developing Questions and Planning Inquiries Central to a rich social studies experience is the capability for developing questions that can frame and advance an inquiry. Those questions come in two forms: compelling and supporting questions.

Individually and collaboratively, students construct compelling questions and:

  • explain why compelling questions are important to others (e.g., peers, adults).

  • identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.

  • identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

  • explain how supporting questions help answer compelling questions in an inquiry.

  • determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

DIMENSION 2:
Applying Disciplinary Concepts and Tools The four disciplines within social studies provide the intellectual context for studying how humans have interacted with each other and with the environment over time. Each of these disciplines — civics, economics, geography, and history — offers a unique way of thinking and organizing knowledge as well as systems for verifying knowledge. Dimension 2 focuses on the disciplinary concepts and tools students need to understand and apply as they study the specific content described in Michigan’s state standards.

DIMENSION 3:
Evaluating Sources and Using Evidence Dimension 3 includes the skills students need to analyze information and come to conclusions in an inquiry. These skills focus on gathering and evaluating sources, and then developing claims and using evidence to support these claims.

Individually and collaboratively, students:

  • gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

  • use distinctions among fact and opinion to determine the credibility of multiple sources.

  • identify evidence that draws information from multiple sources in response to compelling questions.

  • use evidence to develop claims in response to compelling questions.

DIMENSION 4:
Communicating Conclusions and Taking Informed Action Students should construct and communicate claims for a variety of purposes and audiences. These audiences may range from the school classroom to the larger public community.

Individually and collaboratively, students:

  • construct arguments using claims and evidence from multiple sources.

  • construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

  • present a summary of arguments and explanations to others outside the classroom using print and oral technologies (posters, essays, letters, debates, speeches, and reports) and digital technologies (Internet, social media, digital documentary).

  • critique arguments.

  • critique explanations.

  • draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

  • explain different strategies and approaches that students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

  • use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

SOCIAL STUDIES PROCESS AND SKILLS STANDARDS: GRADES 6-8 

P1 READING AND COMMUNICATION – READ AND COMMUNICATE EFFECTIVELY 

P1.1 Use appropriate strategies to read and interpret basic social science tables, graphs, graphics, maps, and texts. 

P1.2 Interpret primary and secondary source documents for point of view, context, bias, and frame of reference or perspective. 

P1.3 Express social science ideas clearly in written, spoken, and graphic forms, including tables, line graphs, bar graphs, pie charts, maps, and images. 

P1.4 Present an argument supported with evidence. 

P2 INQUIRY, RESEARCH, AND ANALYSIS 

P2.1 Use compelling and supporting questions to investigate social scientific problems. 

P2.2 Evaluate data presented in social science tables, graphs, graphics, maps, and texts. 

P2.3 Know how to find, organize, and interpret information from a variety of sources. 

P2.4 Use resources in multiple forms and from multiple perspectives to analyze issues. 

P3 PUBLIC DISCOURSE AND DECISION MAKING 

P3.1 Clearly state an issue as a question of public policy, gather and interpret information about that issue, and generate and evaluate possible alternative resolutions. 

P3.2 Discuss public policy issues, clarifying position, considering opposing views, and applying Democratic Values or Constitutional Principles to develop and refine claims. 

P3.3 Construct arguments expressing and justifying decisions on public policy issues supported with evidence. 

P3.4 Explain the challenges people have faced and actions they have taken to address issues at different times and places. 

P4 CIVIC PARTICIPATION 

P4.1 Act out of the rule of law and hold others to the same standard. 

P4.2 Assess options for individuals and groups to plan and conduct activities intended to advance views on matters of public policy. 

P4.3 Plan, conduct, and evaluate the effectiveness of activities intended to advance views on matters of public policy.